Item history (bjohas, Fri Sep 11 2020 20:59:55 GMT+0100 (BST))
TY  - JOUR 
TI  - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana 
AU  - Angrist, Noam 
AU  - Bergman, Peter 
AU  - Brewster, Caton 
AU  - Matsheng, Moitshepi 
T2  - SSRN Electronic Journal 
AB  - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the ﬁrst experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the ﬁrst wave. We ﬁnd early evidence that both interventions result in cost-eﬀective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We ﬁnd increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the ﬁrst wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. 
DA  - 2020/07/29/ 
PY  - 2020 
DO  - 10.2139/ssrn.3663098 
DP  - DOI.org (Crossref) 
J2  - SSRN Journal 
LA  - en 
SN  - 1556-5068 
ST  - Stemming Learning Loss During the Pandemic 
UR  - https://www.ssrn.com/abstract=3663098 
Y2  - 2020/08/12/14:30:03 
L1  - https://www.csae.ox.ac.uk/materials/papers/csae-wps-2020-13.pdf 
L1  - https://www.csae.ox.ac.uk/materials/papers/csae-wps-2020-13.pdf 
L2  - https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3663098 
N1  - <p><strong>Item details (bjohas, Thu Aug 13 2020 13:11:13 GMT+0100 (BST))</strong></p> 
<p>TY  - JOUR <br />TI  - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana <br />AU  - Angrist, Noam <br />AU  - Bergman, Peter <br />AU  - Brewster, Caton <br />AU  - Matsheng, Moitshepi <br />T2  - SSRN Electronic Journal <br />AB  - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the ﬁrst experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the ﬁrst wave. We ﬁnd early evidence that both interventions result in cost-eﬀective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for diﬀerential attrition. We ﬁnd increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the ﬁrst wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. <br />DA  - 2020/// <br />PY  - 2020 <br />DO  - 10.2139/ssrn.3663098 <br />DP  - DOI.org (Crossref) <br />J2  - SSRN Journal <br />LA  - en <br />SN  - 1556-5068 <br />ST  - Stemming Learning Loss During the Pandemic <br />UR  - https://www.ssrn.com/abstract=3663098 <br />Y2  - 2020/08/12/17:26:36 <br />ER  - <br /><br /></p> 
N1  - <p><strong>Item details (bjohas, Thu Aug 13 2020 13:11:14 GMT+0100 (BST))</strong></p> 
<p>TY  - RPRT <br />TI  - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana <br />AU  - Angrist, Noam <br />AU  - Bergman, Peter <br />AU  - Brewster, Caton <br />AU  - Matsheng, Moitshepi <br />AB  - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for differential attrition. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. <br />CY  - Rochester, NY <br />DA  - 2020/07/29/ <br />PY  - 2020 <br />DP  - papers.ssrn.com <br />LA  - en <br />M3  - SSRN Scholarly Paper <br />PB  - Social Science Research Network <br />SN  - ID 3663098 <br />ST  - Stemming Learning Loss During the Pandemic <br />UR  - https://papers.ssrn.com/abstract=3663098 <br />Y2  - 2020/08/12/17:24:41 <br />L2  - https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3663098 <br />KW  - Education <br />KW  - Technology <br />KW  - Human Capital <br />ER  - <br /><br /></p> 
N1  - <div><b>Item history (bjohas, Sat Aug 15 2020 14:20:11 GMT+0100 (BST))</b></div> 
<pre><p>TY&nbsp; - JOUR <br/>TI&nbsp; - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana <br/>AU&nbsp; - Angrist, Noam <br/>AU&nbsp; - Bergman, Peter <br/>AU&nbsp; - Brewster, Caton <br/>AU&nbsp; - Matsheng, Moitshepi <br/>T2&nbsp; - SSRN Electronic Journal <br/>AB&nbsp; - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the ﬁrst experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the ﬁrst wave. We ﬁnd early evidence that both interventions result in cost-eﬀective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We ﬁnd increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child&apos;s learning level using data from the ﬁrst wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. <br/>DA&nbsp; - 2020/// <br/>PY&nbsp; - 2020 <br/>DO&nbsp; - 10.2139/ssrn.3663098 <br/>DP&nbsp; - DOI.org (Crossref) <br/>J2&nbsp; - SSRN Journal <br/>LA&nbsp; - en <br/>SN&nbsp; - 1556-5068 <br/>ST&nbsp; - Stemming Learning Loss During the Pandemic <br/>UR&nbsp; - https://www.ssrn.com/abstract=3663098 <br/>Y2&nbsp; - 2020/08/12/14:30:03 <br/>L1&nbsp; - https://www.csae.ox.ac.uk/materials/papers/csae-wps-2020-13.pdf <br/>L1&nbsp; - https://www.csae.ox.ac.uk/materials/papers/csae-wps-2020-13.pdf <br/>N1&nbsp; - &lt;div&gt;&lt;b&gt;Item history (bjohas, Wed Aug 12 2020 17:39:57 GMT+0100 (BST))&lt;/b&gt;&lt;/div&gt; <br/>&lt;pre&gt;&lt;p&gt;TY&amp;nbsp; - JOUR &lt;br/&gt;TI&amp;nbsp; - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana &lt;br/&gt;AU&amp;nbsp; - Angrist, Noam &lt;br/&gt;AU&amp;nbsp; - Bergman, Peter &lt;br/&gt;AU&amp;nbsp; - Brewster, Caton &lt;br/&gt;AU&amp;nbsp; - Matsheng, Moitshepi &lt;br/&gt;T2&amp;nbsp; - SSRN Electronic Journal &lt;br/&gt;AB&amp;nbsp; - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the ﬁrst experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the ﬁrst wave. We ﬁnd early evidence that both interventions result in cost-eﬀective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We ﬁnd increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child&amp;apos;s learning level using data from the ﬁrst wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. &lt;br/&gt;DA&amp;nbsp; - 2020/// &lt;br/&gt;PY&amp;nbsp; - 2020 &lt;br/&gt;DO&amp;nbsp; - 10.2139/ssrn.3663098 &lt;br/&gt;DP&amp;nbsp; - DOI.org (Crossref) &lt;br/&gt;J2&amp;nbsp; - SSRN Journal &lt;br/&gt;LA&amp;nbsp; - en &lt;br/&gt;SN&amp;nbsp; - 1556-5068 &lt;br/&gt;ST&amp;nbsp; - Stemming Learning Loss During the Pandemic &lt;br/&gt;UR&amp;nbsp; - https://www.ssrn.com/abstract=3663098 &lt;br/&gt;Y2&amp;nbsp; - 2020/08/12/14:30:03 &lt;br/&gt;L1&amp;nbsp; - https://www.csae.ox.ac.uk/materials/papers/csae-wps-2020-13.pdf &lt;br/&gt;ER&amp;nbsp; -&nbsp; &lt;br/&gt; &lt;br/&gt;TY&amp;nbsp; - JOUR &lt;br/&gt;TI&amp;nbsp; - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana &lt;br/&gt;AU&amp;nbsp; - Angrist, Noam &lt;br/&gt;AU&amp;nbsp; - Bergman, Peter &lt;br/&gt;AU&amp;nbsp; - Brewster, Caton &lt;br/&gt;AU&amp;nbsp; - Matsheng, Moitshepi &lt;br/&gt;T2&amp;nbsp; - SSRN Electronic Journal &lt;br/&gt;AB&amp;nbsp; - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the ﬁrst experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the ﬁrst wave. We ﬁnd early evidence that both interventions result in cost-eﬀective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We ﬁnd increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child&amp;apos;s learning level using data from the ﬁrst wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. &lt;br/&gt;DA&amp;nbsp; - 2020/// &lt;br/&gt;PY&amp;nbsp; - 2020 &lt;br/&gt;DO&amp;nbsp; - 10.2139/ssrn.3663098 &lt;br/&gt;DP&amp;nbsp; - DOI.org (Crossref) &lt;br/&gt;J2&amp;nbsp; - SSRN Journal &lt;br/&gt;LA&amp;nbsp; - en &lt;br/&gt;SN&amp;nbsp; - 1556-5068 &lt;br/&gt;ST&amp;nbsp; - Stemming Learning Loss During the Pandemic &lt;br/&gt;UR&amp;nbsp; - https://www.ssrn.com/abstract=3663098 &lt;br/&gt;Y2&amp;nbsp; - 2020/08/12/15:36:02 &lt;br/&gt;L1&amp;nbsp; - https://www.csae.ox.ac.uk/materials/papers/csae-wps-2020-13.pdf &lt;br/&gt;ER&amp;nbsp; -&nbsp; &lt;br/&gt; &lt;br/&gt;&lt;/p&gt;&lt;/pre&gt; <br/>&lt;div&gt; <br/>&lt;p&gt;group:&lt;/td&gt;&lt;td&gt;2129771&lt;/p&gt; <br/>&lt;p&gt;itemKey:&lt;/td&gt;&lt;td&gt;ZAKRMJ4F&lt;/p&gt; <br/>&lt;p&gt;itemKeyOld:&lt;/td&gt;&lt;td&gt;3GGG8ENA&lt;/p&gt; <br/>&lt;/div&gt; <br/>KW&nbsp; - _COVID_DEAA-List <br/>ER&nbsp; -  <br/> <br/>TY&nbsp; - JOUR <br/>TI&nbsp; - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana <br/>AU&nbsp; - Angrist, Noam <br/>AU&nbsp; - Bergman, Peter <br/>AU&nbsp; - Brewster, Caton <br/>AU&nbsp; - Matsheng, Moitshepi <br/>AB&nbsp; - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for differential attrition. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child&apos;s learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. <br/>DA&nbsp; - 2020/07/29/ <br/>PY&nbsp; - 2020 <br/>DP&nbsp; - papers.ssrn.com <br/>LA&nbsp; - en <br/>ST&nbsp; - Stemming Learning Loss During the Pandemic <br/>UR&nbsp; - https://papers.ssrn.com/abstract=3663098 <br/>Y2&nbsp; - 2020/08/12/17:24:41 <br/>L2&nbsp; - https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3663098 <br/>N1&nbsp; - &lt;p&gt;&lt;strong&gt;Item details (bjohas, Thu Aug 13 2020 13:11:13 GMT+0100 (BST))&lt;/strong&gt;&lt;/p&gt; <br/>&lt;p&gt;TY  - JOUR &lt;br /&gt;TI  - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana &lt;br /&gt;AU  - Angrist, Noam &lt;br /&gt;AU  - Bergman, Peter &lt;br /&gt;AU  - Brewster, Caton &lt;br /&gt;AU  - Matsheng, Moitshepi &lt;br /&gt;T2  - SSRN Electronic Journal &lt;br /&gt;AB  - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the ﬁrst experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the ﬁrst wave. We ﬁnd early evidence that both interventions result in cost-eﬀective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for diﬀerential attrition. We ﬁnd increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child&apos;s learning level using data from the ﬁrst wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. &lt;br /&gt;DA  - 2020/// &lt;br /&gt;PY  - 2020 &lt;br /&gt;DO  - 10.2139/ssrn.3663098 &lt;br /&gt;DP  - DOI.org (Crossref) &lt;br /&gt;J2  - SSRN Journal &lt;br /&gt;LA  - en &lt;br /&gt;SN  - 1556-5068 &lt;br /&gt;ST  - Stemming Learning Loss During the Pandemic &lt;br /&gt;UR  - https://www.ssrn.com/abstract=3663098 &lt;br /&gt;Y2  - 2020/08/12/17:26:36 &lt;br /&gt;ER  - &lt;br /&gt;&lt;br /&gt;&lt;/p&gt; <br/>N1&nbsp; - &lt;p&gt;&lt;strong&gt;Item details (bjohas, Thu Aug 13 2020 13:11:14 GMT+0100 (BST))&lt;/strong&gt;&lt;/p&gt; <br/>&lt;p&gt;TY  - RPRT &lt;br /&gt;TI  - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana &lt;br /&gt;AU  - Angrist, Noam &lt;br /&gt;AU  - Bergman, Peter &lt;br /&gt;AU  - Brewster, Caton &lt;br /&gt;AU  - Matsheng, Moitshepi &lt;br /&gt;AB  - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for differential attrition. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child&apos;s learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. &lt;br /&gt;CY  - Rochester, NY &lt;br /&gt;DA  - 2020/07/29/ &lt;br /&gt;PY  - 2020 &lt;br /&gt;DP  - papers.ssrn.com &lt;br /&gt;LA  - en &lt;br /&gt;M3  - SSRN Scholarly Paper &lt;br /&gt;PB  - Social Science Research Network &lt;br /&gt;SN  - ID 3663098 &lt;br /&gt;ST  - Stemming Learning Loss During the Pandemic &lt;br /&gt;UR  - https://papers.ssrn.com/abstract=3663098 &lt;br /&gt;Y2  - 2020/08/12/17:24:41 &lt;br /&gt;L2  - https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3663098 &lt;br /&gt;KW  - Education &lt;br /&gt;KW  - Technology &lt;br /&gt;KW  - Human Capital &lt;br /&gt;ER  - &lt;br /&gt;&lt;br /&gt;&lt;/p&gt; <br/>N1&nbsp; - &lt;div&gt;&lt;strong&gt;Item history (bjohas, Thu Aug 13 2020 13:11:29 GMT+0100 (BST))&lt;/strong&gt;&lt;/div&gt; <br/>&lt;p&gt;TY  - JOUR &lt;br /&gt;TI  - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana &lt;br /&gt;AU  - Angrist, Noam &lt;br /&gt;AU  - Bergman, Peter &lt;br /&gt;AU  - Brewster, Caton &lt;br /&gt;AU  - Matsheng, Moitshepi &lt;br /&gt;AB  - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for differential attrition. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child&apos;s learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. &lt;br /&gt;DA  - 2020/07/29/ &lt;br /&gt;PY  - 2020 &lt;br /&gt;DP  - papers.ssrn.com &lt;br /&gt;LA  - en &lt;br /&gt;ST  - Stemming Learning Loss During the Pandemic &lt;br /&gt;UR  - https://papers.ssrn.com/abstract=3663098 &lt;br /&gt;Y2  - 2020/08/12/17:24:41 &lt;br /&gt;L2  - https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3663098 &lt;br /&gt;N1  - &amp;lt;p&amp;gt;&amp;lt;b&amp;gt;Item details (bjohas, Thu Aug 13 2020 13:11:14 GMT+0100 (BST))&amp;lt;/b&amp;gt;&amp;lt;/p&amp;gt; &lt;br /&gt;&amp;lt;pre&amp;gt;&amp;lt;p&amp;gt;TY&amp;amp;nbsp; - RPRT &lt;br /&gt;&amp;lt;br/&amp;gt;TI&amp;amp;nbsp; - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana &lt;br /&gt;&amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Angrist, Noam &lt;br /&gt;&amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Bergman, Peter &lt;br /&gt;&amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Brewster, Caton &lt;br /&gt;&amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Matsheng, Moitshepi &lt;br /&gt;&amp;lt;br/&amp;gt;AB&amp;amp;nbsp; - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for differential attrition. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child&amp;amp;apos;s learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. &lt;br /&gt;&amp;lt;br/&amp;gt;CY&amp;amp;nbsp; - Rochester, NY &lt;br /&gt;&amp;lt;br/&amp;gt;DA&amp;amp;nbsp; - 2020/07/29/ &lt;br /&gt;&amp;lt;br/&amp;gt;PY&amp;amp;nbsp; - 2020 &lt;br /&gt;&amp;lt;br/&amp;gt;DP&amp;amp;nbsp; - papers.ssrn.com &lt;br /&gt;&amp;lt;br/&amp;gt;LA&amp;amp;nbsp; - en &lt;br /&gt;&amp;lt;br/&amp;gt;M3&amp;amp;nbsp; - SSRN Scholarly Paper &lt;br /&gt;&amp;lt;br/&amp;gt;PB&amp;amp;nbsp; - Social Science Research Network &lt;br /&gt;&amp;lt;br/&amp;gt;SN&amp;amp;nbsp; - ID 3663098 &lt;br /&gt;&amp;lt;br/&amp;gt;ST&amp;amp;nbsp; - Stemming Learning Loss During the Pandemic &lt;br /&gt;&amp;lt;br/&amp;gt;UR&amp;amp;nbsp; - https://papers.ssrn.com/abstract=3663098 &lt;br /&gt;&amp;lt;br/&amp;gt;Y2&amp;amp;nbsp; - 2020/08/12/17:24:41 &lt;br /&gt;&amp;lt;br/&amp;gt;L2&amp;amp;nbsp; - https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3663098 &lt;br /&gt;&amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Education &lt;br /&gt;&amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Technology &lt;br /&gt;&amp;lt;br/&amp;gt;KW&amp;amp;nbsp; - Human Capital &lt;br /&gt;&amp;lt;br/&amp;gt;ER&amp;amp;nbsp; - &lt;br /&gt;&amp;lt;br/&amp;gt; &lt;br /&gt;&amp;lt;br/&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/pre&amp;gt; &lt;br /&gt;KW  - Education &lt;br /&gt;KW  - Human Capital &lt;br /&gt;KW  - Technology &lt;br /&gt;ER  - &lt;br /&gt;&lt;br /&gt;TY  - JOUR &lt;br /&gt;TI  - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana &lt;br /&gt;AU  - Angrist, Noam &lt;br /&gt;AU  - Bergman, Peter &lt;br /&gt;AU  - Brewster, Caton &lt;br /&gt;AU  - Matsheng, Moitshepi &lt;br /&gt;T2  - SSRN Electronic Journal &lt;br /&gt;AB  - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the ﬁrst experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the ﬁrst wave. We ﬁnd early evidence that both interventions result in cost-eﬀective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for diﬀerential attrition. We ﬁnd increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child&apos;s learning level using data from the ﬁrst wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. &lt;br /&gt;DA  - 2020/// &lt;br /&gt;PY  - 2020 &lt;br /&gt;DO  - 10.2139/ssrn.3663098 &lt;br /&gt;DP  - DOI.org (Crossref) &lt;br /&gt;J2  - SSRN Journal &lt;br /&gt;LA  - en &lt;br /&gt;SN  - 1556-5068 &lt;br /&gt;ST  - Stemming Learning Loss During the Pandemic &lt;br /&gt;UR  - https://www.ssrn.com/abstract=3663098 &lt;br /&gt;Y2  - 2020/08/12/17:26:36 &lt;br /&gt;N1  - &amp;lt;p&amp;gt;&amp;lt;b&amp;gt;Item details (bjohas, Thu Aug 13 2020 13:11:13 GMT+0100 (BST))&amp;lt;/b&amp;gt;&amp;lt;/p&amp;gt; &lt;br /&gt;&amp;lt;pre&amp;gt;&amp;lt;p&amp;gt;TY&amp;amp;nbsp; - JOUR &lt;br /&gt;&amp;lt;br/&amp;gt;TI&amp;amp;nbsp; - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana &lt;br /&gt;&amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Angrist, Noam &lt;br /&gt;&amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Bergman, Peter &lt;br /&gt;&amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Brewster, Caton &lt;br /&gt;&amp;lt;br/&amp;gt;AU&amp;amp;nbsp; - Matsheng, Moitshepi &lt;br /&gt;&amp;lt;br/&amp;gt;T2&amp;amp;nbsp; - SSRN Electronic Journal &lt;br /&gt;&amp;lt;br/&amp;gt;AB&amp;amp;nbsp; - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the ﬁrst experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the ﬁrst wave. We ﬁnd early evidence that both interventions result in cost-eﬀective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for diﬀerential attrition. We ﬁnd increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child&amp;amp;apos;s learning level using data from the ﬁrst wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. &lt;br /&gt;&amp;lt;br/&amp;gt;DA&amp;amp;nbsp; - 2020/// &lt;br /&gt;&amp;lt;br/&amp;gt;PY&amp;amp;nbsp; - 2020 &lt;br /&gt;&amp;lt;br/&amp;gt;DO&amp;amp;nbsp; - 10.2139/ssrn.3663098 &lt;br /&gt;&amp;lt;br/&amp;gt;DP&amp;amp;nbsp; - DOI.org (Crossref) &lt;br /&gt;&amp;lt;br/&amp;gt;J2&amp;amp;nbsp; - SSRN Journal &lt;br /&gt;&amp;lt;br/&amp;gt;LA&amp;amp;nbsp; - en &lt;br /&gt;&amp;lt;br/&amp;gt;SN&amp;amp;nbsp; - 1556-5068 &lt;br /&gt;&amp;lt;br/&amp;gt;ST&amp;amp;nbsp; - Stemming Learning Loss During the Pandemic &lt;br /&gt;&amp;lt;br/&amp;gt;UR&amp;amp;nbsp; - https://www.ssrn.com/abstract=3663098 &lt;br /&gt;&amp;lt;br/&amp;gt;Y2&amp;amp;nbsp; - 2020/08/12/17:26:36 &lt;br /&gt;&amp;lt;br/&amp;gt;ER&amp;amp;nbsp; - &lt;br /&gt;&amp;lt;br/&amp;gt; &lt;br /&gt;&amp;lt;br/&amp;gt;&amp;lt;/p&amp;gt;&amp;lt;/pre&amp;gt; &lt;br /&gt;ER  - &lt;br /&gt;&lt;br /&gt;&lt;/p&gt; <br/>&lt;div&gt; <br/>&lt;p&gt;group:2129771&lt;/p&gt; <br/>&lt;p&gt;itemKey:4XBSBHNZ&lt;/p&gt; <br/>&lt;p&gt;itemKeyOld:NQQA5HAW&lt;/p&gt; <br/>&lt;/div&gt; <br/>KW&nbsp; - Education <br/>KW&nbsp; - Technology <br/>KW&nbsp; - Human Capital <br/>ER&nbsp; -  <br/> <br/></p></pre> 
<div> 
<p>group:</td><td>2129771</p> 
<p>itemKey:</td><td>ZAKRMJ4F</p> 
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N1  - <div><strong>Item history (bjohas, Thu Aug 13 2020 13:11:29 GMT+0100 (BST))</strong></div> 
<p>TY  - JOUR <br />TI  - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana <br />AU  - Angrist, Noam <br />AU  - Bergman, Peter <br />AU  - Brewster, Caton <br />AU  - Matsheng, Moitshepi <br />AB  - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for differential attrition. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. <br />DA  - 2020/07/29/ <br />PY  - 2020 <br />DP  - papers.ssrn.com <br />LA  - en <br />ST  - Stemming Learning Loss During the Pandemic <br />UR  - https://papers.ssrn.com/abstract=3663098 <br />Y2  - 2020/08/12/17:24:41 <br />L2  - https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3663098 <br />N1  - &lt;p&gt;&lt;b&gt;Item details (bjohas, Thu Aug 13 2020 13:11:14 GMT+0100 (BST))&lt;/b&gt;&lt;/p&gt; <br />&lt;pre&gt;&lt;p&gt;TY&amp;nbsp; - RPRT <br />&lt;br/&gt;TI&amp;nbsp; - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana <br />&lt;br/&gt;AU&amp;nbsp; - Angrist, Noam <br />&lt;br/&gt;AU&amp;nbsp; - Bergman, Peter <br />&lt;br/&gt;AU&amp;nbsp; - Brewster, Caton <br />&lt;br/&gt;AU&amp;nbsp; - Matsheng, Moitshepi <br />&lt;br/&gt;AB&amp;nbsp; - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for differential attrition. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child&amp;apos;s learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. <br />&lt;br/&gt;CY&amp;nbsp; - Rochester, NY <br />&lt;br/&gt;DA&amp;nbsp; - 2020/07/29/ <br />&lt;br/&gt;PY&amp;nbsp; - 2020 <br />&lt;br/&gt;DP&amp;nbsp; - papers.ssrn.com <br />&lt;br/&gt;LA&amp;nbsp; - en <br />&lt;br/&gt;M3&amp;nbsp; - SSRN Scholarly Paper <br />&lt;br/&gt;PB&amp;nbsp; - Social Science Research Network <br />&lt;br/&gt;SN&amp;nbsp; - ID 3663098 <br />&lt;br/&gt;ST&amp;nbsp; - Stemming Learning Loss During the Pandemic <br />&lt;br/&gt;UR&amp;nbsp; - https://papers.ssrn.com/abstract=3663098 <br />&lt;br/&gt;Y2&amp;nbsp; - 2020/08/12/17:24:41 <br />&lt;br/&gt;L2&amp;nbsp; - https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3663098 <br />&lt;br/&gt;KW&amp;nbsp; - Education <br />&lt;br/&gt;KW&amp;nbsp; - Technology <br />&lt;br/&gt;KW&amp;nbsp; - Human Capital <br />&lt;br/&gt;ER&amp;nbsp; - <br />&lt;br/&gt; <br />&lt;br/&gt;&lt;/p&gt;&lt;/pre&gt; <br />KW  - Education <br />KW  - Human Capital <br />KW  - Technology <br />ER  - <br /><br />TY  - JOUR <br />TI  - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana <br />AU  - Angrist, Noam <br />AU  - Bergman, Peter <br />AU  - Brewster, Caton <br />AU  - Matsheng, Moitshepi <br />T2  - SSRN Electronic Journal <br />AB  - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the ﬁrst experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the ﬁrst wave. We ﬁnd early evidence that both interventions result in cost-eﬀective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for diﬀerential attrition. We ﬁnd increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the ﬁrst wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. <br />DA  - 2020/// <br />PY  - 2020 <br />DO  - 10.2139/ssrn.3663098 <br />DP  - DOI.org (Crossref) <br />J2  - SSRN Journal <br />LA  - en <br />SN  - 1556-5068 <br />ST  - Stemming Learning Loss During the Pandemic <br />UR  - https://www.ssrn.com/abstract=3663098 <br />Y2  - 2020/08/12/17:26:36 <br />N1  - &lt;p&gt;&lt;b&gt;Item details (bjohas, Thu Aug 13 2020 13:11:13 GMT+0100 (BST))&lt;/b&gt;&lt;/p&gt; <br />&lt;pre&gt;&lt;p&gt;TY&amp;nbsp; - JOUR <br />&lt;br/&gt;TI&amp;nbsp; - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana <br />&lt;br/&gt;AU&amp;nbsp; - Angrist, Noam <br />&lt;br/&gt;AU&amp;nbsp; - Bergman, Peter <br />&lt;br/&gt;AU&amp;nbsp; - Brewster, Caton <br />&lt;br/&gt;AU&amp;nbsp; - Matsheng, Moitshepi <br />&lt;br/&gt;T2&amp;nbsp; - SSRN Electronic Journal <br />&lt;br/&gt;AB&amp;nbsp; - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the ﬁrst experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the ﬁrst wave. We ﬁnd early evidence that both interventions result in cost-eﬀective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for diﬀerential attrition. We ﬁnd increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child&amp;apos;s learning level using data from the ﬁrst wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. <br />&lt;br/&gt;DA&amp;nbsp; - 2020/// <br />&lt;br/&gt;PY&amp;nbsp; - 2020 <br />&lt;br/&gt;DO&amp;nbsp; - 10.2139/ssrn.3663098 <br />&lt;br/&gt;DP&amp;nbsp; - DOI.org (Crossref) <br />&lt;br/&gt;J2&amp;nbsp; - SSRN Journal <br />&lt;br/&gt;LA&amp;nbsp; - en <br />&lt;br/&gt;SN&amp;nbsp; - 1556-5068 <br />&lt;br/&gt;ST&amp;nbsp; - Stemming Learning Loss During the Pandemic <br />&lt;br/&gt;UR&amp;nbsp; - https://www.ssrn.com/abstract=3663098 <br />&lt;br/&gt;Y2&amp;nbsp; - 2020/08/12/17:26:36 <br />&lt;br/&gt;ER&amp;nbsp; - <br />&lt;br/&gt; <br />&lt;br/&gt;&lt;/p&gt;&lt;/pre&gt; <br />ER  - <br /><br /></p> 
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<p>group:2129771</p> 
<p>itemKey:4XBSBHNZ</p> 
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</div> 
N1  - <div><b>Item history (bjohas, Wed Aug 12 2020 17:39:57 GMT+0100 (BST))</b></div> 
<pre><p>TY&nbsp; - JOUR <br/>TI&nbsp; - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana <br/>AU&nbsp; - Angrist, Noam <br/>AU&nbsp; - Bergman, Peter <br/>AU&nbsp; - Brewster, Caton <br/>AU&nbsp; - Matsheng, Moitshepi <br/>T2&nbsp; - SSRN Electronic Journal <br/>AB&nbsp; - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the ﬁrst experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the ﬁrst wave. We ﬁnd early evidence that both interventions result in cost-eﬀective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We ﬁnd increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child&apos;s learning level using data from the ﬁrst wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. <br/>DA&nbsp; - 2020/// <br/>PY&nbsp; - 2020 <br/>DO&nbsp; - 10.2139/ssrn.3663098 <br/>DP&nbsp; - DOI.org (Crossref) <br/>J2&nbsp; - SSRN Journal <br/>LA&nbsp; - en <br/>SN&nbsp; - 1556-5068 <br/>ST&nbsp; - Stemming Learning Loss During the Pandemic <br/>UR&nbsp; - https://www.ssrn.com/abstract=3663098 <br/>Y2&nbsp; - 2020/08/12/14:30:03 <br/>L1&nbsp; - https://www.csae.ox.ac.uk/materials/papers/csae-wps-2020-13.pdf <br/>ER&nbsp; -  <br/> <br/>TY&nbsp; - JOUR <br/>TI&nbsp; - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana <br/>AU&nbsp; - Angrist, Noam <br/>AU&nbsp; - Bergman, Peter <br/>AU&nbsp; - Brewster, Caton <br/>AU&nbsp; - Matsheng, Moitshepi <br/>T2&nbsp; - SSRN Electronic Journal <br/>AB&nbsp; - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the ﬁrst experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the ﬁrst wave. We ﬁnd early evidence that both interventions result in cost-eﬀective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We ﬁnd increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child&apos;s learning level using data from the ﬁrst wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. <br/>DA&nbsp; - 2020/// <br/>PY&nbsp; - 2020 <br/>DO&nbsp; - 10.2139/ssrn.3663098 <br/>DP&nbsp; - DOI.org (Crossref) <br/>J2&nbsp; - SSRN Journal <br/>LA&nbsp; - en <br/>SN&nbsp; - 1556-5068 <br/>ST&nbsp; - Stemming Learning Loss During the Pandemic <br/>UR&nbsp; - https://www.ssrn.com/abstract=3663098 <br/>Y2&nbsp; - 2020/08/12/15:36:02 <br/>L1&nbsp; - https://www.csae.ox.ac.uk/materials/papers/csae-wps-2020-13.pdf <br/>ER&nbsp; -  <br/> <br/></p></pre> 
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KW  - _COVID_DEAA-List 
KW  - Education 
KW  - Human Capital 
KW  - Technology 
ER  -  
 
TY  - JOUR 
TI  - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana 
AU  - Angrist, Noam 
AU  - Bergman, Peter 
AU  - Brewster, Caton 
AU  - Matsheng, Moitshepi 
AB  - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for differential attrition. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. 
DA  - 2020/07/29/ 
PY  - 2020 
DP  - papers.ssrn.com 
LA  - en 
ST  - Stemming Learning Loss During the Pandemic 
UR  - https://papers.ssrn.com/abstract=3663098 
Y2  - 2020/08/19/17:48:43 
L1  - https://www.csae.ox.ac.uk/materials/papers/csae-wps-2020-13.pdf 
L2  - https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3663098 
KW  - Education 
KW  - Human Capital 
KW  - Technology 
ER  -
group:2129771
itemKey:ZAKRMJ4F
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Stemming learning loss during the pandemic: A rapid randomized trial of a low-tech intervention in Botswana

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Stemming learning loss during the pandemic: A rapid randomized trial of a low-tech intervention in Botswana

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